Technology defeating disability

On Friday I took part in a survey for the Disability Service in UCC. The aim of the survey was to look at students general "learning experience" in UCC and attempt to see if there were distinctions between the experience of disabled students and those not disabled (which included myself).

I was interviewed by a blind postgraduate (this survey being part of his thesis) but was immediately amazed by how technically advanced the interview was! I was recorded by a digital dictaphone which my interviewer was listening to through headphones to check the quality of the recording, the questions were read from a laptop which was connected to an electronic braille reader, which could also be heard through speakers.

Near the end of the survey questions arose about the use of technology in my time at university. Examples I gave included:

• Use of Blackboard & Moodle.
• Access to lecture notes and articles online.
• Online discussion groups on Blackboard & Moodle.
• Email correspondence from lecturers.
• Module outlines available online.

I was asked about my experience of technology in academia, but then asked if I thought lecturers were aware of the increased diversity of students in university today compared to previous generations and if their teaching style (use of technology was apart of this) reflected this awareness.

There are more disabled students, mature students and students from lower socio-economic backgrounds today - does teaching reflect this?

When thinking about the issue I was aware of the difficulties some mature students experience in academia as a result of technology, perhaps coming to university they have been thrown head first into the online world. What I had completely overlooked was the impact of technology in academia for students with disabilities.

A "disabled student" is a very vague term as it can include a whole array of disabilities and the role of technology in their education will have a varied impact.

My interviewer made several points:

• Lecture notes given at the start of the lecture are of limited use to many disabled students.
• Lecturers who have office hours but are poor at responding to email are difficult to speak to.
• Course material which is in physical not digital format is harder to transfer into audio or braille format.
• Group discussions which take place online (such as through Blackboard) are very useful for disabled students who may otherwise not be as confident (also maybe cannot respond to body language) in a real class discussion.
• Lectures available online (or podcasts) can be reviewed several times.

I started to understand that the technological advances have had huge benefits for disabled students (not only blind students) in pursuing their education.

Therefore "digital history" may benefit me in providing new resources and ways of communicating, but it has [perhaps greater] benefits for disabled students.